ERIC Number: EJ1151479
Record Type: Journal
Publication Date: 2017-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Writing an Independently Composed Sentence by Spanish-Speaking Children with and without Poor Transcription Skills: A Writing-Level Match Design
Garcia, Eduardo; Crespo, Patricia; Bermúdez, Ivana
Journal of Learning Disabilities, v50 n5 p511-521 Sep-Oct 2017
The main objective of this research was to analyze the impact of transcription skills of Spanish writers when writing an independently composed sentence within a writing-level design. The free-writing sentence task from the "Early Grade Writing Assessment" (Jiménez, in press) was used to examine the production, accuracy, speed, syntactic complexity, quality, and fluency of children with poor transcription skills (PTS). The results showed that there were significant differences between children with PTS and peers who had good transcription skills. The PTS group members were less accurate, slower, and less fluent or even dysfluent. Furthermore, their sentences were less complex and contained lower quality content. These results suggest that transcription skills play a crucial role in early written expression in Spanish, and poor transcription abilities hamper the acquisition and normal development of sentence composition.
Descriptors: Foreign Countries, Spanish, Writing (Composition), Sentences, Accuracy, Syntax, Writing Skills, Writing Tests, Comparative Analysis, Writing Difficulties, Elementary School Students, Grade 1, Grade 2, Grade 3, Phonetic Transcription, Statistical Analysis, Spelling, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A